Education Principal Secretary Julius Bitok’s suggestion that schools should consider postponing mock examinations may sound like a practical response to rising unrest in schools, but it raises a difficult question: are examinations truly the problem, or are they merely exposing a much deeper crisis affecting learners?

Bitok has urged school boards and administrators to avoid forcing students into examinations they are not ready for and instead negotiate with learners on when or whether they want to sit exams. The remarks come at a time when unrest has swept through secondary schools across the country, disrupting learning and creating national concern.

A country still in shock

The country is still coming to terms with painful recent events. The tragic fire at Utumishi Girls High School, which reportedly claimed the lives of 7 students, remains a painful reminder of the heavy cost schools can sometimes pay during periods of tension and crisis.

At the same time, unrest has reportedly affected nearly 20 schools across different parts of the country, leading to temporary closures and interrupted learning calendars. Parents are anxious, teachers are exhausted and students themselves are facing growing pressure

The bigger questions

The real issue may not be whether students should sit for mock examinations today or next week.

The question is whether schools are listening to students before tensions boil over.

The question is whether counselling systems are functioning.

The question is whether learners feel understood rather than managed.

Examinations have existed for decades and generations of students have sat for them. What appears different now is the environment around learners. Pressure is increasing, expectations are growing, and many schools seem to be struggling to identify early warning signs.

Dialogue between students and administrators is important. Flexibility matters. But schools cannot negotiate away discipline, structure and academic responsibility.

Delaying mock exams may lower temperatures temporarily, but lasting solutions will require much more than postponing tests. Kenya’s education crisis needs understanding, accountability and meaningful engagement not just a shift in the examination calendar.

Exams may not be the enemy

Mock examinations have long been viewed as preparation tools rather than punishment. They help identify weak areas before national examinations and psychologically prepare learners for academic challenges ahead.

However, there is also truth in Bitok’s concern. Excessive pressure, unrealistic expectations and poor communication between schools and learners can turn examinations into sources of stress instead of preparation.

But postponing tests alone risks treating symptoms while ignoring the disease. Student unrest rarely emerges overnight. Behind it may lie mental pressure, strict school environments, social challenges and communication breakdowns.

The education system must find balance. Learners should be heard, but discipline, responsibility and academic preparedness cannot be negotiated away. The goal should not be fewer exams; it should be healthier schools.